This study is on how one higher education institution included the United Kingdom Professional Standards Framework, developed by the Higher Education Academy, as a strategic benchmark for teaching and learning. The article outlines the strategies used to engage all academic (and academic-related) staff in achieving relevant professional recognition under the framework and highlights the need for such a project to be driven by visible and consistent commitment from senior management. A survey of participants highlights the benefits to be gained by entrants to the profession from participation in an accredited course, and by more established professionals from the individual entry route. While a significant proportion of participants expressed scepticism about the benefits of work towards recognition, findings indicate a significant degree of peer development underpinning activities which enhanced individual and group confidence, supported developing practice on an ongoing basis and were believed to be relevant to students and other stakeholders.